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Background: The purpose of the paper is to review current literature on Autism Spectrum Disorders (ASD) and to inform doctors of optometry who will provide care for patients with ASD and their families. As primary care providers, it is important that doctors of optometry have the knowledge and skills required to recognize the signs and symptoms of ASD and to contribute to the multi-disciplinary team for diagnosis and treatment. Methods: A review and synthesis of current relevant literature was conducted. Results: Publications describing the epidemiology of autism, risk factors, screening, and diagnosis are reviewed. Optometry is not currently listed as one of the multi-disciplinary professions in the ASD team, and this article proposes potential roles of the doctor of optometry to fill in the missing piece in the coordination of care of ASD patients. Conclusions: Doctors of optometry should play an important role in the care of individuals with ASD. It is time that optometrists assume their role as primary care providers to care for vulnerable populations such as individuals on the autism spectrum. Optometrists should be aware of current diagnostic criteria and research regarding patterns of autism and potential risk indicators. Familiarity with types of healthcare providers, local community resources, and screening and diagnostic tools that can assist both in making a definitive diagnosis and in managing autism spectrum disorders is important for the optometric provider. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to gain information on faculty members' perceptions of their institutions' expectations of scholarship, faculty members' interests and perceptions of their own expectations of scholarship, and perceived barriers and resources to scholarship. Methods: An online survey was developed and distributed to all faculty members listed in the Association of Schools and Colleges of Optometry directory of optometric institutions in the United States and Puerto Rico. Results: Faculty members perceived original research as most valued on an individual and institutional level. The expectation from both institutions and faculty for dissemination of scholarly work was publication in a peer-reviewed journal. Only 7% of the faculty responded that their primary scholarly interest was in education or educational theory. The most frequently perceived barriers to faculty scholarship were identified as clinical schedule (41%) and classroom/laboratory teaching schedule (23%). Faculty indicated that resources such as time allocated for scholarship (73%), financial support (37%) and mentorship (37%) would improve their ability to engage in productive scholarly activity. Conclusion: Faculty members' expectations for their own scholarship and perceived institutional expectations can impact scholarly productivity. In general, responses support an overall good fit between faculty members' personal and professional expectations and how they perceive the expectations of their colleges and universities. [ABSTRACT FROM AUTHOR]

This article presents comments from U.S. optometric educators who were asked on how they create, support and nurture a culture of scholarship at their institution. David Heath from State University of New York cites how he concentrated his efforts on an initiative of the Association of Schools and Colleges of Optometry. Comments from David S. Loshin from Nova Southeastern University and Elizabeth Hoppe from Western University of Health Sciences are also given.

Purpose: Concerns exist about the readiness of students for higher education, at both undergraduate and graduate levels. Increased volume and depth of doctoral work require better study techniques and practices than undergraduate-level coursework. Assessing the study habits and expectations of the entering class of 2010 at the New England College of Optometry was a first step in designing appropriate programming. Methods: The online 2010 Entrance Survey of Study Practices was e-mailed to all first-year optometry students in the summer of 2006 before matriculation. Results: Undergraduate study practices may be inadequate for the increased volume and depth of the optometric curriculum and may need to be changed. Conclusions: Administrators need to assist students in adapting their study practices to meet curricular demands at the undergraduate and graduate levels. [ABSTRACT FROM AUTHOR]

Purpose: Part III of the NBEO assesses a student's ability to examine patients and evaluate patient care decisions. There is some evidence that more hands on patient care experience in optometric clinical education may result in improved clinical skills and clinical thinking. Our objective is to evaluate the correlation between the quantity of clinical patient encounters and performance score on the NBEO Part III. Methods: Data from the 2004 and 2005 New England College of Optometry graduating classes were evaluated. The total number of fourth year patient encounters as reported by student patient logs was compared with the reported total NBEO Part III score. Results: Data from 156 students were included. Total patient encounters in the final year ranged from 313 to 2533 with mean of 1143.9 and standard deviation of 362.4 representing a skewed distribution. NBEO scores ranged from 267 to 723 with a mean of 457.7 and a standard deviation of 110.5. Correlation with NBEO Part III total scores was calculated as r2 = 0.00. Conclusions: The data showed no significant correlation, indicating that other factors may better determine performance on NBEO Part III examination. This analysis suggests that further studies are needed to determine other factors that may better predict NBEO Part III performance. This study may be used to plan clinical programs and clinical goals for optometry students and to predict optometric success within the application process. [ABSTRACT FROM AUTHOR]

Purpose: To survey first war students' perceptions of ethical and unethical behavior as a first step in designing an effective ethics and professionalism program. Methods: An anonymous survey covering academic, clinical, and professional misconduct was handed out at the end of first year optometry student Orientation following a presentation of Student Handbook rules and regulations covering those topics. Results: The only area of concern was academic misconduct. Conclusions: Students' perceptions, attitudes, and practices of ethical and professional behavior may differ from those of optometric educators who design programs. Input from students is necessary to produce relevant programs. [ABSTRACT FROM AUTHOR]

Purpose: Cultural competency can be thought of as a special type of communication that practitioners use to effectively care for a diverse group of patients. As the U.S. population becomes more diverse, optometrists will need to communicate with individuals from many different cultures. Since the faculty of any optometric institution interact with generations of students and future practitioners, it is essential that the faculty model culturally competent patient care. The purpose of this pilot study is to establish the faculty's knowledge of cultural competency and to evaluate their responsiveness to training. Methods: Twenty-six faculty members participated in a cultural competency symposium. The faculty was surveyed before the start of the training and four months post-training. Results: The results from this pilot study indicate that the faculty had a high level of desire to move along the cultural competency continuum. As a result of this cultural desire, the majority of the faculty were responsive to the training and increased along the spectrum. [ABSTRACT FROM AUTHOR]

Purpose: To investigate technology familiarity and its use among entering optometry students. Methods: All entering students at the New England College of Optometry in 2002 and 2003 were asked to take a survey regarding their computing skills and available off campus resources. Results: Most students have access to a computer and Internet services while away from the college. Most students have used online technology to gather information and view course work. Entering optometry students are more familiar with computer technology today than they were in 1999. Conclusions: We should take advantage of the entering students' computing skills to explore innovative ways of delivering optometric education, as well as to incorporate informatics into our curricula. [ABSTRACT FROM AUTHOR]

A personal narrative is presented which explores the author's experience of guiding a student on the health care professional's job of caring for the whole patient and the help they both extended to a patient by performing an ocular health assessment.

The article discusses various reports published within the issue including one on a strategic approach to increasing patient volume in an academic setting, another on the changing role of social networking in health care education and one by David Damari on his best day in optometric education.

An introduction to the journal is presented in which the editor tackles evidence-based education and cites several reports published within the issue, which include one by M. Shinouda et al on an innovative system that used evidence-based decision-making and evidence-based outcome assessment and another one by B. Patel and Y. Pang on evidence collected from a survey of optometry schools and colleges.

The author focuses on Western University College of Optometry (WUCO) founded by the Western University of Health Sciences located in Pomona, California whose mission includes a special emphasis on neuro-optometry and neuro-optometric rehabilitation. She states that educators at WUCO have the luxury of taking an outcomes approach towards curriculum development. She also notes that WUCO has formed a neuro-optometry Special Interest Group (SIG) consisting of practitioners to provide input for curriculum planning.